“Becoming a Math Person”: Conceptually Framing Preservice Elementary Mathematics Teachers’ Identity Development

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Learning in Preservice Teacher Education (Table 5)

Abstract

Educators who have had negative experiences as mathematics learners often face challenges in “seeing themselves” as mathematics teachers. Intervening early in their careers can help them develop confidence and competence about their abilities, first as mathematics learners and then as teachers. Math content and pedagogy courses at the teacher preparation level can disrupt negative self-narratives, acting as interventions to help preservice teachers (PSTs) overcome self-doubt and support their students' mathematics development. However, tools are needed to support researchers in understanding how courses create environments where PST identities can change. This study explores a conceptual framework through which to analyze the elements of course design that can positively influence PSTs’ mathematics teacher identities.

Author

• Paula Jakopovic, University of Nebraska - Omaha